Organizational learning and systems of labor market regulation in Europe

Holm, Jacob Rubæk; Lorenz, Edward; Lundvall, Bengt‐Åke; Valeyre, Antoine

doi:10.1093/icc/dtq004

Cited by 81 publications

(53 citation statements)

References 7 publications

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“…In the article 'Organisational Learning and Systems of Labour Market Regulation in Europe' (Holm et al 2010 ), we have taken one further step towards addressing this research agenda by using multilevel logistic regression to explore the relation between individual level outcomes and national systems of labour market fl exibility and regulation. The results confi rm that the way work is organized is nation-specifi c and that it varies with the degree of labour market mobility and with the way labour markets are regulated.…”

Section: )mentioning

confidence: 99%

The Learning Economy and the Economics of Hope

Lundvall¹

2016

245

104

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The Anthem Studies in Innovation and Development aims to publish cutting-edge scholarship that pushes the boundaries of our understanding of how innovation impacts human and economic development. The aim is to promote a better understanding of innovation, evaluate ongoing approaches to analyse innovation capacity, and to generate a set of instructive readings that elaborate upon the role of innovation capabilities in enabling development, reducing inequality and eliminating poverty. The series is interested in exploring the role of technology and innovation in sustainable development (at the global or sectoral level), links between trade and innovation (including investment and intellectual property rights), the role of the state and new issues in the interface of innovation and industrial policy. The series is particularly interested in analytical approaches to institutional and evolutionary economics, new frameworks and constructs on capabilities building and economic history reviews of innovation and technological change.

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Section: )mentioning

confidence: 99%

The Learning Economy and the Economics of Hope

Lundvall¹

2016

245

104

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“…Initially, however, it is important to provide background on the typical forms of work organisation for Norway and the UK as they differ quite sharply according to EWCS 2005 figures (weighted percent of employees by organisational class) with discretionary learning forms of work organisation much more prevalent in Norway covering 55.6 % of employees, as against 30.3 % in the UK. Lean production patterns are similar, 28.2 and 33.3 %, respectively, but Taylorist forms of work organisation are less prevalent in Norway than the UK, 6.0 and 16.7 %, respectively, as are traditional or simple forms of work organisation 10.2 and 19.7 %, respectively (Holms et al 2009). …”

Section: Introductionmentioning

confidence: 96%

Developing Career Adaptability and Innovative Capabilities Through Learning and Working in Norway and the United Kingdom

Brown

2014

J Knowl Econ

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This article examines the processes of working, learning, innovation and adaptability from an individual perspective by considering evidence from a study of 31 individuals' experience of working and learning in Norway and the UK. They were highly skilled and had demonstrated their career adaptability by making a series of successful transitions in applying their knowledge, skills and competences in a variety of employment contexts. The key question was whether the processes underpinning the development of their career adaptability also meant they were likely to be proactive and participate in activities leading to innovation. The findings were that the processes of learning through challenging work and knowledge updating could also provide a platform for individuals to think about different ways of thinking, practising, reviewing and revising ways of working. However, such development often depended upon individual initiative and role change, while formal learning provision often addressed development of skills, knowledge and understanding which underpinned the development of innovative capabilities rather than seeking to promote them in more systematic ways. So the effectiveness of these processes in facilitating development of innovative capabilities at a system's level could be questioned, and the challenge in supporting the development of innovative capabilities is reconciling the development of particular sets of skills, knowledge, understanding and ways of thinking, being and doing, with developing dispositions which go beyond these particular developments in responding to new challenges: curiosity, resourcefulness (including learning from others), resilience, ability to support the learning of others, taking responsibility for selfdevelopment and reflexiveness.

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“…In this survey, 14 countries are European; also Argentina, Australia, Brazil, Canada, China, Israel, New Zealand, the USA, and Venezuela are included. In a recent study of 28 European countries by Holm et al [24] in terms of work organization, on average, about 64% might be considered as belonging to LPS (we added the total average of the first two columns of these authors' Tables 1 and 2). …”

Section: Implementation Of Lps In the Worldmentioning

confidence: 99%